“全球华人青年学者教育研究智库”（筹）第三届年会通知

Although the COVID-19 pandemic in the past three years has been ended, but the enormous impact of the pandemic has brought fundamental changes to economics, politics, and cultures. In particular, the global economy is still down warping, and yet to bloom again. Meanwhile, the global political situation continues to be unstable, the Russia-Ukraine conflict has not yet eased, and the Palestine-Israel conflict has been ignited again. Geo-conflict has not disappeared, the game of great powers is fierce, and the security crisis frequent raises. Global governance deficits, trust deficits, peace deficits, and development deficits still need to be relieved. The “Profound Changes Unseen in a Century” continues to shape the current forms of education. From a global perspective, for example, the political dynamics of many countries affect the equal right of ethnic-Chinese students to get education; and the risk of "decoupling" in science and technology of China and Western countries has continued to increase; the restrictions on Chinese students studying abroad have increased further in Europe and the United States; the academic exchanges and cooperation among top universities and research institutes in China and abroad have continued to be blocked; and the construction of the “Belt and Road” leads higher-level international education cooperations and cultural and educational exchanges…

   Building China’s strength in education raises higher requirements for the development of domestic education in China. In light of new requirements and old problems, education governance calls more wisdom. For instance, some problems are quite prominent, such as the "most difficult in history" of college students’ employment, the new questions brought by the expansion of master, doctoral, and post-doctoral degree education or training, the sharply fallen educational funding, a high quality and equal education system yet to be built, the “bottleneck” that talent cultivation system encounters, the serious "involution" of education competition, the formalistic of “double reduction” policy, and the challenges brought by ChatGPT on education. How to retain high -end talents at home and abroad, and the integration of “education, science, and technology talents” and other issues need long -term attention.

   In this context, we hereby convene all CERTT members to discuss the above issues. In light of this background, we are proposing to hold the second annual Conference of Global Chinese Young Scholars Educational Research Think Tank in late 2023. The conference agenda is as follows:

骆四铭，编审、教育学博士，《高等工程教育研究》副主编，华中科技大学教育科学研究院研究生导师，全国教育效能学术委员会委员，全国研究生教育评估监测专家库专家，荷兰格罗宁根大学访问学者。研究方向与兴趣：高等教育管理与政策、学位与研究生教育、科学技术教育、比较高等教育、高等工程教育。著有《中国学位制度：问题与对策》等多部专著，在《Higher Education》《教育研究》《高等教育研究》《Higher Education Management and Policy》等国内外高水平学术期刊发表论文40余篇，主持、参与过多项省部级科研课题，主持、参与过国内多所高校中长期发展战略规划、队伍建设规划、学科建设规划的制订和咨询工作。

Siming Luo, professor of editorship, Ph.D. Professor Luo is now the deputy editor-in-chief of Research in Higher Education of Engineering, graduate supervisor of the School of Education of Huazhong University of Science and Technology, expert of the National Expert Pool for Evaluation and Monitoring of Graduate Education, member of the National Academic Committee on Educational Effectiveness, and visiting scholar of the University of Groningen, the Netherlands. His research interests include higher education management and policy, academic degrees and graduate education, science and technology education, comparative higher education, and higher engineering education. He has published several monographs (i.e. Chinas Degree System: Problems and Countermeasures) and more than 40 research articles in domestic and international high-level academic journals such as Higher Education, Educational Research, Journal of Higher Education, and Higher Education Management and Policy, etc. He has presided over or participated in several provincial and ministerial scientific research projects, and been consulted for development strategy, talent strategy, and discipline development of many universities in China.

游蠡，北京大学教育学博士，《华东师大教育评论（英文）》编辑部主任。

You Li, PhD in Education from Peking University, is the editorial director of ECNU Review of Education.

贺随波，华东师范大学高等教育研究所博士研究生。主要从事高等教育政策、学术职业与制度、博士生教育等方面的研究；相关研究成果发表在《高等教育研究》《中国高教研究》《清华大学教育研究》等期刊上。

He SuiBo, a doctoral student of Institution of Higher Education of East China Normal University. His research interests include Higher education policy, Academic profession and instituition, Doctoral education. He has published several papers in Chinese in Journal of Higher Education, Tsinghua Journal of Education, China Higher Education Research, etc.

吕云震，中央财经大学高教所研究员、军事教研室主任，中国指挥与控制学会国防教育专委会办公室主任，部队军事科普专家组成员。研究方向主要为国防教育、高等教育、国家安全教育、教育政策分析、国际问题研究等。参与制定教育部与中央军委动员部分别于2019年与2021年印发的《普通高等学校军事课教学大纲》与《高中阶段学校学生军事训练教学大纲》，承担中央军委科技委战略先导计划、中央军委国防动员部、教育部教材局、教育部国防教育办公室、教育部信息管理中心、北京市军教委、中国指挥与控制学会等多项委托课题、重点课题，学术成果被国动部、教育部社科司、国防教育办公室等多部门采纳，发表学术论文、文章50余篇，出版教材、专著、译著、智库报告等多部。

Dr. LYU Yunzhen is the researcher of the Higher Education Institute of the Central University of Finance and Economics, director of the military teaching and research office, director of the Office of the National Defense Education Specialist Committee of the Chinese Command and Control Society, and a member of the military science expert group of the army. His research direction is mainly national defense education, higher education, national security education, education policy analysis, international issues, etc. He respectively Participated in the Outline of Military Course Teaching of General College of Higher College and High School Student Military Training and Teaching Outline issued by the Ministry of Education and the Central Military Commission in 2019 and 2021. He has undertaken a number of entrusted projects and key projects, such as from the Teaching Materials Bureau of the Ministry of Education, the National Defense Education Office of the Ministry of Education, the Information Management Center of the Ministry of Education, and the Chinese Command and Control Society. He has published more than 50 papers, textbooks, monographs, translations, think tank reports, etc. His academic achievements have been adopted by many departments such as the Department of Social Sciences of the Ministry of Education and the Office of National Defense Education.

摘要：本研究采用案例研究方法，通过对13名企业管理层知识女性深度访谈，一方面，全面、生动地呈现了知识女性职业地位获得的动态复杂过程；另一方面，基于她们职业地位获得的经历，反观她们所接受到的教育，同时，鉴于教育对知识女性职业地位获得的影响具有连贯性，本研究很难割裂地分析某一种教育类型或教育活动对女性某一方面发展所产生的影响，因此，本研究将不同教育时空放在同一分析框架中，进一步将“教育意蕴”解构为三个层面，即教育的动力作用、阻力作用以及提升路径。

关键词: 知识女性；职业地位获得；教育动力；教育阻力；教育提升路径

(作者：田蕊，中国民航大学讲师)

学者简历：

田蕊，中国民航大学讲师，研究生思政课教研室主任，天津大学教育学博士。Journal of Career Development (SSCI)、Educational Measurement: Issues and Practice (SSCI)期刊审稿人。主要从事研究生思想政治教育、思政课教育教学研究。出版个人专著一部《知识女性职业地位获得及其教育意蕴研究——基于企业女性管理者的质性研究》（独著，天津人民出版社）。在《远程教育杂志》、《学位与研究生教育》、《国家行政学院学报》等核心期刊共发表10篇，相关论文被人大复印资料《高等教育》、《职业技术教育》等转载。参与或主持省部级、局级和校级课题近7项，其中，个人分别主持1项部级、1项厅级、3项校级。

Presenter's Profile:

Dr. Tian Rui is a lecturer at Civil Aviation University of China, director of the Graduate Department of Ideological and Political Education. She holds a PhD in Education from Tianjin University. She serves as reviewers for Journal of Career Development (SSCI) and Educational Measurement: Issues and Practice (SSCI). She mainly engaged in research on graduate ideological and political education and teaching of ideological and political courses. She has published a personal monograph titled The Educational Implication of Occupational Status Attainment among Highly-educated Women——A Qualitative Study based on Women in Enterprises’ Manager-level Position (sole author, Tianjin People's Publishing House) and 10 papers in core journals such as Journal of Distance Education, Academic Degrees & Graduate Education, and Journal of National Academy of Education Administration. The relevant papers have been reprinted by China Social Science Excellence such as Higher Education and Vocational and Technical Education. She has participated in or led nearly 7 provincial-level, bureau level, and school level projects, among which, personally led 1 ministerial- level project, 1 department-level project, and 3 university-level research projects.

Abstract:

The impact of Convergence Management for International Students (CMIS), a measure of internationalization at home (IaH), on Chinese domestic science and engineering students’ intercultural competence (IC) deserves attention. Analyzing a sample of 1,531 Chinese domestic science and engineering students from Peking University, Nanjing University and Huazhong University of Science and Technology, it was found that these students have a high overall evaluation of their IC, and that the CMIS in class and out of class has a significant contribution to the IC of science and engineering students in the form of intercultural attitudes, knowledge, skills, internal outcomes, and external outcomes. At the same time, there are some group differences in gender, home location, student type, and university for the effect of the CMIS on science and engineering students’ IC. We can create opportunities to improve domestic science and engineering students’ IC at the governmental, university and individual levels: educational authorities maintain a consistent and operable policy of CMIS; universities create internationalized curricula and extracurricular activities with high quality and quantity; and domestic science and engineering students take the initiative to make cross-cultural contacts with international students.

Keywords:

International students in China; convergence management; internationalization at home; intercultural competence; science and engineering students

学者简历：

王小青，华中科技大学教育科学研究院讲师、硕士生导师，北京大学教育学博士，北京大学“多元·本土·创新”教育学术沙龙发起人、联合创始人。兼任湖北省北京大学校友会副秘书长。Routledge出版社图书评审专家，International Journal of Educational Development (SSCI)、Education Journal (TSSCI核心)、Journal of International Students期刊审稿人，美国教育研究协会（AERA）会议论文评审专家。主要从事国际高等教育、高等教育影响力与学生发展、教育政策和质的研究方法研究。个人专著包括“Developing Intercultural Competence ‘at Home’: Domestic Students’Experiences in Chinese Universities”（一作，Routledge），《中国大学生学习评估项目的影响机制》（独著，华中科技大学出版社）、《学位服的历史》(主编一作，北京大学出版社)等。2010年以来在《高等教育研究》、《比较教育研究》、《高等工程教育研究》等重要期刊共发表30篇论文、译文，部分成果被《中国社会科学文摘》、人大复印资料《高等教育》、中国社会科学网、中国教育新闻网等转载，11项研究成果获奖。参与或主持国家级、省部级、厅级和校级课题近20项，其中，主持1项部级、1项厅级、1项学会级、4项校级和1项横向。

Presenter's Profile:

Dr. Xiaoqing Wang is a Lecturer at School of Education, Huazhong University of Science and Technology (HUST). He holds a Ph.D. of Education from Peking University (2019), a Master of Education from Nanjing University (2010), and a Bachelor of Education from Lanzhou University (2007). He is a Co-founder & the first rotating chairman of “Diversity, Local & Innovation” Education Academic Salon (DLIEAS) in Peking University, 2017-2018 (Four months). He also now is the deputy secretary of the Alumni Association of Peking University, Hubei Province. He is the book review expert at some world leading academic publisher like Routledge. He also serves as the reviewer of International Journal of Educational Development (SSCI), Education Journal (TSSCI) and Journal of International Students. He also serves a reviewer of the American Educational Research Association (AERA). His research interests include international higher education, higher education’s impact and student development, educational policy and qualitative research methods. His monographs include Developing Intercultural Competence ‘at Home’: Domestic Students’ Experiences in Chinese Universities”(Routledge), The Impact Mechanism of the Chinese College Student Learning Assessment Project, The History of Academic Dress (Peking University Press), and so on. Since 2010, he has published 30 papers on important journals such as Journal of Higher education, International and Comparative Education, and Research in Higher Education of Engineering, and some of them have been reprinted by China Social Science Digest, National People’s University Photocopy “Higher Education”, China Social Science Network, etc. Until now 11 research have received academic awards. He has been a co-investigator or a principal investigator (PI) of about 20 national, provincial, and school-level research projects. He personally presided a Ministry of Education level research project, an Education Department-level project, four school-level projects and one horizontal project.

Abstract：Role models play a pivotal role in shaping medical students’ professional identity. If a role model takes any action intended to benefit others, it can be defined as prosocial modeling. Existing research on role models primarily adopts qualitative analytical methods, lacking quantitative evidence to establish a causal relationship between prosocial modeling and professional identity. In addition, most existing studies on role models often focus on the clinical environment, without consideration of the broader impact of prosocial modeling. Leveraging the quasi-experimental opportunity provided by the COVID-19 pandemic, this study aims to examine the effect of prosocial modeling on medical students' professional identity by employing the propensity score matching difference-in-differences (PSM-DID) method to analyze data from China Medical Student surveys conducted in 2019 (pre-COVID-19) and 2020 (post-COVID-19) and public information about the COVID-19 pandemic situation in China. Prosocial modeling was measured by the number of people dispatched by each province in China to participate in the rescue of Hubei, the province where COVID-19 first broke out and the magnitude of the numbers reflects the intensity of prosocial modeling.  Our findings reveal that prosocial modeling exerts a positive and significant effect on professional identity. The effect of prosocial modeling is more pronounced among female students, students facing financial stress, and students with lower academic performance.

Keywords: Prosocial Modeling; Medical Students; Professional Identity; COVID-19; PSM-DID

学者简历：

吴红斌，北京大学医学教育研究所/全国医学教育发展中心副研究员，博士生导师、博士后合作导师，现担任北京大学医学教育研究所/全国医学教育发展中心党支部书记，兼任中国成人教育协会人力资源专业委员会常务理事、中国高等教育学会医学教育专业委员会理事、中国高等教育学会学习科学研究会理事、全国高等院校医学教育研究联盟副秘书长、北京大学医学部教师发展中心研修导师、北京大学“多元·本土·创新”教育学术沙龙指导老师等。主持国家自然科学基金（面上项目和青年项目）、中华医学会医学教育研究重点项目、国社科重点课题子课题等多个项目，在Medical Education, Journal of Economic Behavior & Organization, Medical Teacher, Computers & Education,《教育研究》、《北京大学教育评论》等医学教育、教育学、经济学和医学等期刊发表文章70余篇，出版各类著作8部。荣获联校教育社科医学研究论文奖计划优秀成果奖、北京大学创新奖（学术类）、中华医学会医学教育分会百篇优秀论文一等奖等多项学术荣誉，连续被评为中国高等教育研究活跃作者。

Presenter's Profile:

Dr. Wu Hongbin is an associate professor at the National Centre for Health Professions Education Development/Institute of Medical Education, Peking University. He holds a Ph.D. from Peking University, focusing on health professions education. He has published articles in Medical Education, Medical Teacher, Computers & Education, Journal of Economic Behavior & Organization, Medical Teacher, and other top-tier journals. He has also translated books such as Oxford Textbook of Medical Education, A Practical Guide for Medical Teachers, Researching Medical Education, et. al. He has worked as an investigator in many national-level research projects and launched the China Medical Student Survey.

Abstract：

A person-centered approach was adopted to identify distinct classes of learning anxiety (LA) using 158,578 Grade 8 students in 1097 schools in China. Through a nonparametric multilevel latent class analysis, it identified a best fitting model consisting of three student-level latent classes (low, moderate, and high LA) and three school-level latent classes (rare, moderate, and intense LA schools). To further examine the effects of potential covariates on the student and school latent classes of LA, a multinomial logistic regression was conducted. The main results were, first, girls exhibited a higher odds ratio in moderate and high student LA classes. What's more, students' total academic scores were positively related to their odds of being in the moderate LA class while negatively related to their odds of being in the high LA class. Lastly, school leadership, school belongingness, and teacher student relationship were all negatively correlated with the odds that schools belong to the intense and moderate LA schools.

（作者：Rongxiu Wu, Pinyi Shi, Xiaopeng Wu, Hongwei Yang, Hongyun Liu*, Jian Liu*）

学者简历：

吴荣秀，美国肯塔基大学教育学博士，哈佛大学博士后，主要从事教育测量和PISA等大数据研究，科技教育等。目前已发表SSCI期刊30余篇，现任美国教育研究协会（AERA）评审专家，担任Current Psychology, Contemporary Education Psychology, Educational Measurement: Issues and Practice等SSCI期刊的审稿人。

Presenter's Profile:

Dr. Wu Rongxiu, Ph.D. graduated from program Quantitative and Psychometric Methods, University of Kentucky in the United States and currently served as a postdoctoral fellow at the Science Education Department of Harvard University. She is mainly engaged in large-scale data analyses, educational measurement as well as STEM education. Led and participated in the publication of approximately 30 SSCI journals. She is currently a reviewer of the American Educational Research Association (AERA), program chair of American Educational Research Association, Multiple Linear Regression: GLM, and a reviewer for SSCI journals such as Current Psychology, Contemporary Education Psychology, Educational Measurement: Issues and Practice and other academic journals.

摘要：随着科技的发展，人工智能等现代化手段对教育产生了巨大的影响，尤其是对学生的学习方式产生了颠覆性的变革。随着现代化手段的介入，精细化的学习和个性化的教学成为可能。在理论建构方面，本研究从数学内部的逻辑结构出发，以数学核心素养的表现要素为统领，从学生知识、认知、情感三个维度形成教育知识图谱；其中知识层面以课程标准、教材为依据；认知层面以国际大规模测试TIMSS认知框架为基础；情感则以国际大规模测试PISA中数学非智力因素为参考。并采用解释结构模型（ISM）为建模方法，形成基本的三维知识图谱。在资源建设方面，依据三维知识图谱特征，通过选择和开发测试题目、短视频、情感问卷等多样化资源，以精准化编码的方式构建资源库。在系统开发方面，采用认知诊断测评的方法将三维知识图谱中体现的潜在变量和资源库中可测评、可观察的具体资源建立多元互动的关系，学生通过测试等方式获得个性化的学习资源。该研究成果将从最新的教育理念出发形成知识图谱，采用认知诊断理论构建自适应学习系统，无论在理念还是技术层面都会有较大突破。最终以资源库和学习系统的形式提交研究成果，力争做到实用、高效、可推广。

学者简历：

武小鹏，东北师范大学教育学部教授，吉林省拔尖人才，华东师范大学与美国普渡大学联合培养博士，北师大—港浸大（UIC）评估中心研究员，贵州省首届哲学社会科学“学术先锋”，中国优质高中9校联盟（C9联盟）学术委员，Contemporary educational psychology, Education and Information Technologies, Current psychology,《远程教育杂志》等多本SSCI、CSSCI期刊的审稿人。主要从事认知诊断测评、数学课程与教学等方面的研究。已发表学术论文60余篇，其中SSCI期刊17篇，CSSCI期刊16篇，中文核心期刊20篇，人大复印资料全文转载5篇。主持中国高校产学研创新基金、省哲社、省理论理论创新、省教育规划课等10余项。获省教育科研优秀成果奖4次，获得首届“李吉林”奖学金，国家奖学金，上海市优秀毕业生，华东师范大学博士优秀论文，黔南州哲学社会科学优秀成果2次。

Presenter's Profile:

Wu Xiaopeng, professor of Education Department of Northeast Normal University, Jilin Provincial Top-notch Talent, Joint-Supervision Doctor of East China Normal University and Purdue University, researcher of Beijing Normal University-Hong Kong Baptist University (UIC) Assessment Center, the first "Academic Pioneer" of Philosophy and Social Sciences in Guizhou Province, academic member of China Quality High School 9 Schools Alliance (C9 Alliance), reviewer of SSCI and CSSCI journals such as Contemporary educational psychology, Education and Information Technologies, Current Psychology, Distance Education Magazine. He mainly engaged in the research of cognitive diagnosis assessment, mathematics curriculum and teaching. He has published more than 60 academic papers, including 17 SSCI papers, 16 CSSCI journals, 20 Chinese Core Journals, and 5 full text reprints of NPC photocopies, presided over and participated in more than 10 projects including the Chinese Universities Industry-academia-research Innovation Fund, the Humanities and Social Sciences Project of the Ministry of Education, the Provincial Philosophy and Society Project, the Provincial Theory Innovation Project, and the Provincial Education Planning Curriculum Project. He has won the provincial excellent achievement award for education and scientific research for four times, the first "Li Jilin" scholarship, the national scholarship, the outstanding graduates of Shanghai, the excellent doctoral thesis of East China Normal University, and the excellent achievements in philosophy and social sciences of Qiannan Prefecture for two times.

摘要：全球胜任力培养对于未来公民有效参与可持续发展活动并为实现可持续发展目标（SDGs）做出贡献至关重要。现代高等教育机构日益认识到培养学生对可持续发展的负责任行为的重要性，并逐渐将其纳入教育议程之中。但传统模式中，高等教育机构往往专注于为具有高度专业性的、专业细分领域的培养课程设计。开发指向可持续发展目标（SDGs）的课程，往往需要满足跨学科方法、融合文化多样性等要求，这也为现代高等教育机构提出了挑战。这一现状在中国大学中尤其如此，许多中国大学仍然缺乏面向可持续发展目标的课程设置。尽管目前国际学术界，已有关于培养大学生全球胜任力培养的学术研究，但其中大部分仍然基于西方语境，反映东方视角的研究和实践均较为有限。本文介绍了一项基于中国某高校案例的探索性行动研究，该案例旨在通过中国一所大学的在线可持续发展目标课程，有效提升国际学生和国内学生的全球胜任力。本研究详细介绍了将全球胜任力培养目标融入SDG课程的动态设计和评估过程，其中主要包括课程设计、教学策略和学生评估三个维度。本研究采用扎根理论作为研究方法，对参加课程的45名大学生和3名教师继续问卷调查，并进行了一对一半结构化访谈。研究结果表明，本文提出的融合全球胜任力的SDG课程设计框架，立足可持续发展目标的课程内容设计、以学生为中心的教学策略和基于项目的学生评估，可以对学生的可持续发展认识和全球胜任力产生积极影响。此外，本研究还讨论了影响在线SDG课程环境中相关教学干预有效实施的关键条件，以期为探讨高等教育如何开展指向全球胜任力的SDG课程建设提供参考。

关键词：SDG课程，可持续发展教育，全球能力，可持续发展目标，课程设计

Abstract: Global competence is essential for equipping future citizens to effectively participate in sustainable development activities and contribute to achieving the Sustainable Development Goals (SDGs). Recognizing the importance of fostering responsible action towards sustainable development, modern higher education institutions are increasingly incorporating it into their educational agendas. Traditionally, these institutions have concentrated on specialized courses designed for professional training. However, developing courses oriented towards the SDGs, which demand interdisciplinary approaches and embrace diversity, poses a significant challenge. This is especially the case in Chinese universities, many of which still lack courses targeting on the SDGs. While there is extensive literature on developing global competence among university students, most of it is based on Western contexts, with limited research and practice reflecting an oriental perspective. This paper presents an exploratory action research study that examines effective methods to enhance both international and domestic students' global competence through an online SDG course at a Chinese university. It details a dynamic design and evaluation process for integrating global competence into an SDG course across three dimensions: curriculum, instruction, and evaluation. Employing grounded theory as a methodological approach, this study surveyed a cohort of 45 university students and three instructors, with following up semi-structured interviews. The findings demonstrate that a comprehensive SDG course design framework, encompassing curriculum design, instructional strategies, and project-based evaluation, can positively impact students’ SDG and global competence. Furthermore, the study identifies several critical underlying conditions that support the effective implementation of the student-centered instructional approaches in an online SDG course setting.

Key words: SDG course, Education for sustainable development, Global competence, sustainability, course design

学者简历：

熊梓吟，上海交通大学教育学院讲师，硕士生导师。获法国图卢兹大学教育学博士学位，英国伦敦大学学院（UCL）教育硕士学位和北京师范大学学士学位。2019年-2021年任职于国际组织-经合组织（OECD）巴黎总部，期间担任教育与技能司政策顾问，作为核心成员参与教师知识调查、国际学生测评（PISA）等大型国际比较项目，任职期间，出版英文专著Benchmarking the performance of China’s education system。

熊梓吟博士的研究主要关注国际发展领域中的教育改革、教师能力建设。入选2023年中国科协科技智库人才计划，主持国家社会科学基金教育学教育部青年课题、上海交通大学文科培育项目、中国教育工会上海委员会妇女专项等项目。作为核心成员参与国家社会科学基金重大课题、国家社会科学基金教育学国家课题等多项国家级项目。同时，曾承担法国教育部高教署徐光启项目和中国驻法大使馆委托的法国教育观察等多项教育咨询工作。

Presenter's Profile:

Dr. Xiong Ziyin obtained her PhD degree at the University of Toulouse, France. Before this, she obtained a Master's degree in international development and education at University College London and a Bachelor's degree at Beijing Normal University. From 2019 to 2021, she worked at the OECD (Organization for Economic Co-operation and Development) as an Education Policy Consultant for the Directorate of Education and Skills.

Dr. Xiong has been involved in a number of international and country-level projects that focused on the comparative analysis of global education systems and teachers’ professional development. She has also provided educational policy consultancy services to the education department in the Chinese embassy in France and the French-Chinese education innovation center at the University of Strasbourg.

Dr. Xiong joined Shanghai Jiao Tong University in 2021. She has been nominated by the Chinese Association for Science and Technology as a young scientific talent for 2023. Additionally, she has chaired a number of grants funded by national and regional governmental bodies, including the Chinese National Social Science Foundation, the Educational Labour Union in Shanghai, and the French Ministry of Education.

Abstract: In recent years, feminism has gradually become a buzzword in the global hyper-commercialized popular culture. Young women and girls are encouraged to please and empower themselves through consumption and/or ‘leaning in.’ On the other hand, feminist activism and movements against gender inequality and injustice continue to flourish at the local, national, and transnational levels. Yet, as systematic oppression and violence persist and intertwine, neither the depoliticized gendered popular culture nor the single-issue feminist advocacy and resistance can overturn the unequal power structures. This article explores feminist struggles and discourse in historical and contemporary China as a case to argue that feminist scholars and activists urgently need to revalorize the radical and political potential of feminisms as emancipatory ideas and actions. In response to the popular western-centric perception of feminism, I trace back to women’s movements in revolutionary and socialist China in the first half of the twentieth century. Following the critique of the enduring masculinist power and the rising prevalence of post-feminism in post-socialist and reforming China, I analyze the current popular discourse and public debates of feminism, feminist and queer activism, the grassroots NGOs for rural migrant women, and state-sponsored gender development programs. Built upon the analyses, the article calls for a re-articulation of feminisms through three strands: Engaging the great mass, making the broader range of feminist thoughts and praxis accessible to the general public, and recounting the historical legacy of feminist movements in specific contexts. Forming allies with various underprivileged and marginalized groups are still imperative for feminist struggles in present conjunctures.

Keywords: Feminisms; historical legacy; post-feminism; popular feminism; feminist activism; China

(作者：殷思远，加拿大西蒙菲沙大学传播学系助理教授)

学者简历：

殷思远，加拿大西蒙菲沙大学传播学系助理教授,博士生导师，美国马萨诸萨大学阿莫斯特分校传播学系博士。研究领域包括文化研究，女权理论，政治经济学，媒介研究和社会运动。研究成果发表于多个核心期刊，Cultural Studies, Media, Culture & Society，Feminist Media Studies, Capital & Class, International Journal of Communication等。

Presenter's Profile:

Dr. Yin Siyuan is an assistant professor in the School of Communication at Simon Fraser University. Siyuan engages in interdisciplinary scholarship spanning the fields of cultural and media studies, feminist studies, social movements, and political economy. Her research has appeared in leading journals, including Cultural Studies, Media, Culture & Society，Feminist Media Studies, Capital & Class, International Journal of Communication, among others.

摘要：当前青年群体中依然广泛存在学徒这种非正式的技能学习方式。研究通过个案分析法探究青年学徒制度外技能学习方式的困境及其应对策略。研究发现青年学徒处于不稳定的技能学习场域之中，由于缺乏外在制度保障，学徒采用个体化应对策略维系技能学习环境。在日常实践中，学徒践行隐性契约维持技能授受关系的平衡；当平衡被打破，他们往往采用跳槽这种激烈的应对策略，呈现一种断裂式的技能学习历程。研究认为个体化应对策略既是制度外技能学习方式的结构性矛盾所致，也是学徒们赋予其成长意义的结果，同时情理平衡、自我负责的社会底蕴构成了行动的底色。然而该技能学习模式并非良性机制，国家职业教育与培训的介入或可为学徒对抗技能学习风险提供保障。

关键词：制度外技能学习；青年学徒；个体化应对；意义赋予

学者简历：

张颀，北京大学教育学博士，郑州大学教育学院讲师，硕士生导师，主要从事国际高等教育、中外合作办学、质性研究方法等方面的研究与教学工作。当前主持全国教育科学“十四五”规划2023年度教育部重点课题“高水平开放背景下跨境高等教育在地化的制度困境与政策路径研究（DIA230428）”以及河南省高校人文社会科学研究一般项目“扩大河南教育领域制度型开放路径研究（2024-ZZJH-059）”。

Presenter's Profile:

Dr. Zhang Qi holds a Ph.D. in Education from Peking University. He is a lecturer and master's supervisor at the School of Education of Zhengzhou University. He mainly engages in research and teaching in international higher education, Sino-foreign cooperative education, and qualitative research methods. He is currently presiding over the 2023 Ministry of Education key project “The institutional dilemmas and policy paths of localization of cross-border higher education under the background of high-level opening up”, and the General Project of Humanities and Social Sciences Research in Henan Province's Universities, “Expanding the Institutional Open Path of Henan's Education Field”.